Performance & Assessment

PERFORMANCE & ASSESSMENT

In England school performance is mostly measured through quantitative data. The data focuses on individual pupil’s attainment and the progress they make from entry to the school in Reception to the end of Year 2 and then from Year 2 to the time the pupils leave the school in Year 6.

There are national tests at Year 6 (SATs) but a combination of teacher assessments and external assessments are also used by schools from Reception through to Year 6 to internally monitor pupil attainment and progress.

The government no longer defines expected progress. Key stage 1 to key stage 2 progress is calculated differently from previously and the national average is zero.

Provisional 2016 data for each subject shows that fewer than 5% of schools have progress scores above 5 and fewer than 5% of schools have progress scores below -5.

Performance on the new measures is not comparable with 2015 performance, so key stages 1 and 2 data for previous years is not shown in the 2016 summary report. Data for previous years is available through earlier summary reports and the historical data sections in the interactive RAISEonline.

Floor Standards for 2016

Before you begin, it is important to understand the National Context in light of the changes that have taken place in the build up to results being published in October 2016. Results look very different, and many of us are aware of the Headline figure of 53% of Year 6 pupils across the nation achieved the recognised standard. Below is a direct quote from the DfE document “Primary School Accountability in 2016”:

“The floor standard is the minimum standard for pupil attainment and / or progress that the government expects schools to meet.

No School will be confirmed as being below the floor standard until December 2016 when schools’ performance tables are published.

In 2016, a school will be above the floor if:

At least 65% of pupils meet the expected standard in English reading, English writing and mathematics; or

the school achieves sufficient progress scores in all three subjects. At least -5 in English Reading, -5 in Mathematics and -7 in English Writing.

To be above the floor, the school needs to meet either the attainment or all of the progress element.”

Beaver Road is above these floor standards, and as already mentioned, the target of 65% compared to the 53% national result caused headlines and questions about the validity of these new tests.

PERFORMANCE @ BEAVER ROAD
Every term, classteachers and assistant headteachers report back to Mr. How and Mr. Warren about the progress that is being made in Mathematics, Reading and Writing for all pupils. This information is also provided to parents at Parental Consulations and at the end of the year in the children's reports. Through this careful monitoring of your child's performance we can offer the best opportunities for your child to succeed at Beaver Road.
We have recently received the full set of data from the School Year 2015-2016. We have submitted this data for objective, detailed analysis by Focus Education and their team of OFSTED trained consultants. The summary for this report is published below, along with our School Evaluation Statement and most recent end of KS2 SATs results from the side menu.
As we are an inclusive school with children of many different levels of ability, we have always stressed the importance of progress made by children from one phase of their education to another and not just their academic attainment levels.
We are very proud of our achievements, please find headline figures from the data analysis below.

Headlines Focus report:EYFS and Key Stage 2

EYFS: The percentage of pupils achieving a good level of development was above the national average at 72% compared with 66% nationally.

Phonics: Year 1: The 3-year trend in Year 1 phonics results shows that standards have been above average for 2 of the 3 years with the 2016 position being the weakest.

There were 88 pupils in the cohort with 69% achieving the expected standard. This was 12% below the national average of 81%.

Phonics: Year 2: There were 88 pupils in the cohort with 90% achieving the expected standard. This was 1% below the national average of 91%.

Key Stage 1: Reading: In 2016 81% of pupils attained the national standard in reading which was 7% above the national average. 17% attained greater depth in reading which was 7% below the national average.

Writing: 78% of pupils attained the national standard in writing which was 13% above the national average. 5% attained greater depth in writing which was 8% below the national average.

Maths: 78% of pupils attained the national standard in maths which was 5% above the national average. 15% attained greater depth in maths which was 3% below the national average.

The percentage of disadvantaged pupils achieving the national standard was below average for reading, writing and maths by 35%; 27% and 20% respectively.

The percentage of disadvantaged pupils achieving greater depth was below average for reading, writing and maths by 27%; 16% and 20% respectively.

Reading: 78% of boys attained the national standard which was 8% above the national average and 16% attained greater depth which was 4% below the national average. 85% of girls attained the national standard which was 7% above the national average and 18% attained at greater depth which was 9% below the national average.

Writing: 76% of boys attained the national standard which was 17% above the national average and 4% attained greater depth which was 6% below the national average.

82% of girls attained the national standard which was 9% above the national average and 6% attained at greater depth which was 11% below the national average.

Maths: 78% of boys attained the national standard which was 6% above the national average and 16% attained greater depth which was 3% below the national average.

79% of girls attained the national standard which was 5% above the national average and 12% attained at greater depth which was 4% below the national average.

Key Stage 2 Progress

Reading: The progress measure for reading was +0.19. Taking account of the confidence interval, at best this could be +1.54 and at its worst, it could be -1.16

The 18 disadvantaged pupils had a progress measure of -3.01. Taking account of confidence interval, at best this could have been -0.12 and at worst, -5.9.

Writing: The progress measure for writing was -2.3. Taking account of the confidence interval, at best this could be -0.96 and at its worst, it could be -3.64..

The 19 disadvantaged pupils had a progress measure of -3.82. Taking account of confidence interval, at best this could have been -0.98 and at worst, -6.66.

Maths: The progress measure for maths was +1.93. Taking account of the confidence interval, at best this could be +3.08 and at its worst, it could be +0.78. This is significantly positive.

The 18 disadvantaged pupils had a progress measure of -0.19. Taking account of confidence interval, at best this could have been +2.27 and at worst, -2.65.

Key Stage 2 Attainment

Reading: 72% of pupils attained the expected standard which was 2% below the national average. 7% attained greater depth which was 8% below the national average.

Writing: 72% of pupils attained the expected standard which was 2% below the national average. 7% attained greater depth which was 8% below the national average.

Maths: 82% of pupils scored 100+ in the maths test which was 12% above the national average. 34% attained a high scale score (greater depth) which was 17% above the national average.

Combined: 67% of pupils attained the expected standard in all three subjects (reading, writing and maths) which was 14% above the national average. 4% attained a high standard (greater depth) in all three subjects which was 1% below the national average.

English Grammar, Punctuation and Spelling: 86% of pupils scored 100+ in the EGPS tests which was 14% above the national average. 39% attained a high scaled score (greater depth) which 17% above the national average.

Individual Subjects at KS2 – Reading Attainment

79% of pupils scored 100+ in the reading test which was 13% above the national average.

20% attained a high scale score (greater depth) which was 1% above the national average.

The average scaled score was 103.9 compared with 102.6 nationally.

75% of boys scored 100+ which was 13% above the national average.

83% of girls scored 100+ which was 13% above the national average.

7% of boys attained a high scale score (greater depth) which was 9% below the national average.

33% of girls attained a high scale score (greater depth) which was 11% above the national average.

The average scaled score for boys was 101.9 which was 0.1 above the average.

The average scaled score for girls was 105.8 which was 2.4 above the average.

45% of the 18 disadvantaged pupils scored 100+ which was 26% below average and 9% attained greater depth which was 14% below average.

The average scaled score for disadvantaged pupils was 98.3 which was 5.5 below average.

56% of the 16 EAL pupils scored 100+ which was 10% below the average. 6% of EAL pupils attained greater depth which was 13% below the average. The average scaled score for EAL pupils was 97.9 which was 4.7 below average.

Individual Subjects at KS2 – Maths Attainment

82% of pupils scored 100+ in the maths test which was 12% above the national average.

34% attained a high scale score (greater depth) which was 17% above the national average.

The average scaled score was 105.8 compared with 103.0 nationally.

82% of boys scored 100+ which was 12% above the national average.

83% of girls scored 100+ which was 13% above the national average.

30% of boys attained a high scale score (greater depth) which was 12% above the national average.

39% of girls attained a high scale score (greater depth) which was 24% above the national average.

The average scaled score for boys was 105.8 which was 2.5 above the average.

The average scaled score for girls was 105.8 which was 3.0 above the average.

50% of the 18 disadvantaged pupils scored 100+ which was 25% below average and 18% attained greater depth which was 2% below average.

The average scaled score for disadvantaged pupils was 100.5 which was 3.6 below average.

67% of the 16 EAL pupils scored 100+ which was 3% below the average. 22% of EAL pupils attained greater depth which was 5% above the average. The average scaled score for EAL pupils was 102.7 which was 0.3 below average.

ASSESSMENT @ BEAVER ROAD

Over the past few years, the Senior Leadership team along with Subject Leaders in English and Mathematics, have developed a new assessment and reporting system. This system brings Beaver Road in line with the changes suggested by the DfE.

“As part of our reforms to the national curriculum, the current system of ‘levels’ used to report children’s attainment and progress will be removed from September 2014 and will not be replaced. By removing levels we will allow teachers greater flexibility in the way that they plan and assess pupils’ learning.

The programmes of study within the new National Curriculum (NC) set out expectations at the end of each key stage, and all maintained schools will be free to develop a curriculum relevant to their pupils that teaches this content. The curriculum must include an assessment system which enables schools to check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and to report regularly to parents.”

NATIONAL CURRICULUM & ASSESSMENT FROM SEPTEMBER 2015: INFORMATION FOR SCHOOLS

From 2015 the aim is for children at the end of Key Stage 2 to be “Secondary Ready”. To be “Secondary Ready” the children must be able to understand and apply all the expectations set out in the primary National Curriculum. The link below gives you more information from Professor Tim OatesTim Oates on National Curriculum Assessment
Please view the UPDATED “Changes to assessment and reporting of children’s attainment; A guide for Parents and Carers” slideshow that is available of the side menu of this page. This guide shows in greater detail the new Assessment and Reporting system for Beaver Road, and the changes we've made in light of external changes.
It is important that you understand this new Assessment system prior to your Parental Consultation evenings.

Attainment is high and has been significantly above average in English and Mathematics for several years.OFSTED